Including and Coaching Individuals With Disabilities in Recreational Youth Sport Programs
In community youth sport programs (vs. “travel ball”) enrollment is typically open to everyone – regardless of ability or prior experience. Participants range from beginners to those with years of experience and hours of privatized instruction. In turn, the “all play” philosophy of recreation programs often creates significant challenges for volunteer coaches. In addition to being responsible for coaching individuals with differing skills, knowledge, and experience, it is not uncommon for these volunteers to assume the responsibility of coaching individuals with disabilities. In fact, under federal law, disabled athletes must be included if “reasonable accommodations” to rules, policies, or practices can be made.
Inclusion, or the integration of people with and without disabilities in youth sport programs, is governed by the Americans with Disabilities Act (ADA). A key component of this law addresses the need for individuals with disabilities to receive services in the least restrictive setting or environment. In other words, administrators must make every effort to include children with physical, sensory, behavioral, and intellectual disabilities in their youth sport programs.
While most administrators and volunteer coaches readily support inclusion, they often lack specific information for effectively including and coaching individuals with disabilities. Furthermore, inclusion requires teamwork between administrators, coaches, parents and athletes to help participants overcome challenges, and to collaborate on facilitation strategies for bringing about an optimal experience.
A remarkable similarity exists between effective strategies for including and coaching both disabled and non-disabled athletes in community recreational sport programs. Differences are more often a matter of degree as opposed to qualitatively different strategies. For example, “Keep it simple!” is just as applicable for t-ball coaches as it is for those who coach individuals with disabilities. “Assessing an athlete’s initial ability” or “Avoid making assumptions about the athlete’s skills and needs” are clearly just as applicable to the non-disabled population as they are to disabled athletes.
Case Studies
Name:
Chris D., 10 years old
Disability:
Visually Impaired, Legally Blind1
Inclusive Sports:
Baseball, Soccer and Golf
Classroom Placement:
Chris attended public elementary school since kindergarten. He is currently in fourth grade. He attends integrated classroom instruction most of the day but he also receives individualized instruction within a segregated setting on a regular basis.
Sport Program Placement and Skill Level:
Chris participated in organized in-town recreation programs for 3 years in baseball and 4 years in soccer. He has played golf with his father for the past golf season.
Description of Disability/Individual:
Chris has limited vision even with the use of corrective lenses. As a result, he has learned to listen attentively and carefully watch those around him. He received instruction from an orientation and mobility specialist in the classroom. He appears very well adjusted and accepting of his disabling condition.
Inclusion Strategies:
1. The use of brightly colored balls
2. The use of large orange cones to mark boundaries
3. Verbal cues from teammates and coaches
4. Suggestions from parents and athlete about appropriate modifications.
Modifications:
There have been no major modifications which substantially alter the nature of Chris’ sport involvement. Minor modifications have included the use of brightly colored balls; the placement of large, orange traffic cones to accentuate boundary markings; and verbal assistance from teammates and coaches. Chris does well in games that are not fast paced. He does have difficulty throwing and catching. Therefore, his primary involvement has been in drills and in games where a teammate can be placed by his side to assist him with verbal cues.
Team/Coach Preparation and/or Training:
Teachers and coaches have received an orientation from a specialist concerning how to make appropriate, minimal modifications for Chris. They, in turn, have oriented students and teammates who have been very accepting of Chris and his visual impairment.
Parental Involvement:
Chris and his parents are always ready to suggest modifications and assist in Chris’ inclusion. His parents have volunteered to coach and assist other coaches where necessary. Their involvement, along with Chris’ positive attitude, have made Chris’ inclusion easy.
Narrative:
Although Chris is not very athletic nor very physically fit, he is actively involved in school, physical education classes and outdoor recreational sport programs. This involvement is due to both the encouragement of his family and teachers and his personal determination to be actively involved with his nondisabled peers. He participates in programs with those who have been in school with him for the past five years. His inclusive placement in school has given the nondisabled children in the school an opportunity to know Chris and understand his special needs and special skills. Many of his teammates were also classmates and familiar with Chris and his special needs, thus, contributing significantly to the ease with which Chris was accepted into the sport program.
1Legally blind indicates that a person has less than 20/200 vision in the better eye even with the
use of corrective lenses.
Name:
Daniel E., 14 years old
Disability:
Post Polio
Inclusive Sports/Programs:
Basketball, Track and Swimming
Classroom Placement:
Private school which meets his special needs.
Sport Program Placement and Skill Level:
He participates in recreational community sport programs with elementary or middle school age children who are of similar age or slightly younger. In addition to his participation in community sport programs, Daniel participates in National Wheelchair Athletic Association Junior Level Competitions.
Description of Disability/Individual:
As a result of his post polio status, Daniel uses a wheelchair. He is very interested in sport and has developed both the strength and endurance to allow him to participate with disabled and nondisabled athletes.
Inclusion Strategies:
1. Prior knowledge and sport skills acquired through participation with older brothers.
2. Athlete developed the physical strength and endurance to facilitate sport performance.
3. Use of a specialized wheelchair designed for sport.
Modifications:
Daniel uses a manual wheelchair specifically designed for the fast-paced sports of basketball and track. The chair is built low to the ground, its wheels are angled and the hand grips are designed for sport. For basketball, the rules have been modified to allow two pushes per dribble while the ball sits in his lap. No modifications are used by Daniel for swimming.
Team/Coach Preparation and/or Training:
Daniel’s athletic ability makes his inclusion very easy. Most of the nondisabled athletes with whom he competes are impressed with his ability and readily accept him. For swimming, Daniel often starts in the water. For track events such as the 5K run, staggered starting times are usually established for wheelchair participants. For example, wheelchair participants start 10 minutes earlier than non-wheelchair competitors. In basketball, Dan participates in instructional programs in which all participants receive training on safety issues and the ways in which Daniel can participate.
Parental/Family Involvement:
Daniel has two older brothers who are also very athletic. Their participation has facilitated Daniel’s participation. Daniel and his brothers have played sports together since they were young and these experiences have given Daniel the confidence and abilities to compete successfully with nondisabled competitors. His mother is very supportive, transports him to practice and often stays to watch.
Narrative:
Daniel stands out because of his athletic ability. He has used his dedication and hard work in sport training programs offered to individuals with disabilities to develop a skill level that far exceeds other individuals with similar disabling conditions. As a result, his transition into community recreational sport program has occurred with little difficulty.
Name:
John F., 16 years old
Disability:
Leg injury that has left him unable to ambulate without the use of a cane.
Inclusive Sport:
Golf
Classroom Placement:
John is a high school junior in public school.
Sport Program Placement and Skill Level:
John plays golf with his nondisabled peers in the community. He has an intermediate skill level.
Description of Disability/Individual:
John has a permanent disabling condition that means he will in all probability need the assistance of a cane or other ambulatory assistive devices for the rest of his life. Academically, he excels in schools and has excellent relations with his peers.
Inclusion Strategies:
1. Assignment of a buddy/partner to provide assistance and support.
2. Pre-placement meeting between parents and coach to become familiar with the disabled athlete and the sport setting and to develop appropriate modifications for the disabled athlete
Modifications:
John has been assigned a buddy or partner to assist him with his participation in golf. The partner helps John manage his golf clubs and retrieve golf balls (e.g., from the cup or unplayable lies).
Team/Coach Preparation and/or Training:
The coach and parent met prior to the start of the program to discuss how John could best participate in the program. John and his parents shared valuable information with the coaches about John’s special needs and how those needs might be best accommodated. Similarly, the coach shared situations which might arise and cause John difficulty. As a result of these discussions, a buddy system was devised to assist John. At first, John’s nondisabled peers were somewhat reluctant to include John in this program, making John’s initial experiences somewhat stressful. The coach’s intervention using information and understanding developed via the consultations with John and his parents helped John’s peers to understand his needs and become comfortable with his continued participation.
Parental Involvement:
John’s parents were actively involved in providing information essential for the coach’s training and John’s teammates’ general orientation.
Narrative:
The success of John’s inclusion in the community golf instructional program can be attributed to the communication between his parents and coach. Their early and continued communication allowed them to anticipate and deal with potential areas of difficulty. Although the first day was somewhat stressful, the support of the parents and coach encouraged both John and his nondisabled peers to work through their initial difficulties to achieve success. John showed improvement in his golfing skills almost immediately and is now participating at an intermediate level with his peers and requires almost no interventions.
Name:
Joey H., 6 years old
Disability:
Attention Deficit Hyperactivity Disorder (ADHD)
Inclusive Sport:
T-Ball
Classroom Placement:
Segregated Private School
Sport Program Placement and Skill Level:
Inclusive T-Ball Instructional League sponsored by the township.
Description of Disability/Individual:
Joey is hyperactive and has great difficulty paying attention. He is disruptive and shows inappropriate behaviors. He overreacts to situations and has frequent emotional outbursts.
Inclusion Strategies:
1. Pairing athlete with a teammate (buddy) to encourage staying on task.
2. Require parental involvement and presence to incorporate behavior management strategies.
3. Placement of athlete in a key playing position to help keep him alert.
4. Coach used reference book “Making School and Community Recreation Fun for Everyone” by M. Sherril Moon.
Modifications:
The coach and the sponsoring agency have required the parent to be present for support and to aid the coach in developing an effective strategy for teaching Joey. Additionally, Joey was paired with a similarly aged buddy who performed at a higher skill level. Joey’s fielding position in T-Ball was in the infield to force him to stay alert (there was always plenty of action and involvement about him).
Team/Coach Preparation and/or Training:
There was a great deal of communication between the parent and the coach which lead to a successful experience for all parties. Initially, the coach used trial and error to instruct Joey; but subsequently he followed suggestions and guidelines from M. Sherril Moon’s text entitled “Making School and Community Recreation Fun for Everyone (July, 1994). The coach has found this resource helpful and recommends it for coaches working with athletes with disabilities.
Parental Involvement:
Joey’s parents worked very closely with the township’s recreation administrator and coaches to facilitate Joey’s inclusion. They assisted as coaches, provided disability specific information and transported Joey to all practices and games. They provided the coach with special, public recognition for his assisting in Joey’s inclusion throughout the season.
Narrative:
Joey’s parents wanted very much for their son to be included in community sport programs because he is very active and wants very much to be with other children in the neighborhood. The other children, who were not familiar with Joey, considered him a clown but have willingly accepted him when the coach simply asked them to be patient. These nondisabled children will receive training on individuals with disabilities when they reach seven or eight years of age. Joey’s initial participation in the program was difficult for all involved but because of the patience and understanding of his coach, the frustrations and difficulties were soon solved. Administrators and coaches stated that the peer interaction and active involvement of Joey and his parents have made the process of inclusion quite successful.
Name:
Michael I., 9 years old
Disability:
Mentally Impaired
Inclusive Sports:
Baseball Instructional League for one year and Instructional Soccer League for three years
Classroom Placement:
Public School Combination of Inclusive and Segregated Settings
Sport Program Placement and Skill Level:
Michael’s skill level is at the beginner level in both sports. He has been placed in the appropriate age group instructional leagues.
Description of Disability/Individual:
Michael has cognitive delays and Attention Deficit Hyperactivity Disorder. His main difficulties include weak listening skills and poor coordination. He often appears clumsy and has problems paying attention.
Inclusion Strategies:
1. Patience, patience, patience.
2. Use of a buddy or partner.
3. Direct the child to listen to coach and buddy only for instruction.
4. Reinforcement and demonstration of previously learned skills 15 minutes prior to the start of every session.
Modifications:
The only significant modification to Michael’s sport programs has been the assignment of a peer/buddy to help keep Michael focused on the activities. The fact that the program is non-competitive and focuses primarily on sport skill development has helped the inclusion process. Patience and reinforcement of any improvements, even very minor ones, has kept Michael involved and enthusiastic.
Team/Coach Preparation and/or Training:
No specific coaches’ training was involved, but the placement of Michael on a team with an understanding coach has been beneficial. Additionally, teammates were made aware of Michael’s disability and are very understanding.
Narrative:
Michael’s success can be attributed to the fact that the program incorporates a number of fun games and drills and noncompetitive scrimmages. The use of a buddy/partner has helped to keep him focused and involved. In soccer, the partner stays physically near Michael to help keep him on the playing field and direct Michael’s attention to the ball. This assistance is particularly important on large playing fields where children with an attention deficit disorder can easily be distracted. Michael is also told to listen to instructions from his coach and partner only and to try to ignore other voices and instructions.
Name:
Zachary J., 9 years old
Disability:
Sensorineural Hearing Loss, Moderate Level
Inclusive Sports:
Baseball, Soccer, and Basketball
Classroom Placement:
Zachary is placed in an integrated fourth grade classroom in a public school. He is classified with a hearing impairment and provided with specialized, supplemental instruction with a hearing specialist. His regular classroom teachers receive an orientation for working with hearing impaired children provided by a specialist from the NJ Department of Education at the start of each school year.
Sport Program Placement and Skill Level:
Zachary has participated in both instructional programs and competitive recreational leagues in all three sports. These recreational competitive leagues include some competition with neighboring towns but are not as competitive as the traditional “traveling leagues.”
Description of Disability/Individual:
Zachary has moderate sensorineural (inner ear) congenital hearing loss. He wears a hearing aid to hear sounds and words spoken at close range. He uses a combination of lip reading and sound discrimination to process instructions. He speaks with a minimal speech impediment. His physical abilities are comparable to other children of the same age.
Inclusion Strategies:
1. Use of an amplification device by the coach.
2. Additional demonstration and checking to ensure the disabled individual understands the
instructions without singling that individual.
3. Use of basic hand signals in addition to verbal cues.
Modifications:
Zachary’s coach wears an amplification device which connects electronically to Zachary’s hearing aid to allow him to better hear instructions. The coach demonstrates physically to help Zachary understand verbal instructions. The coach frequently asks all of the children if they understand his coaching instructions and asks them to demonstrate their understanding. This strategy of asking all athletes if they understand is used both because it is appropriate for all young children and because it avoids singling out Zachary’s disability. The coach also makes an effort to stand close to Zachary, so that Zachary can see and hear instruction. The coach has also incorporated basic hand signals along with verbal cues.
Team/Coach Preparation and/or Training:
The coach, Zachary and his parents worked out signals and verbal cues to facilitate Zachary’s inclusion. A few minutes of instruction in the use and value of the amplification devices was also required.
Parental Involvement:
Zachary’s parents identified his hearing impairment to the coach and sport administrators. They also provided instruction on how to use the hearing amplification devices to the head coach and his assistants.
Narrative:
Including Zachary in the community sport leagues has met little resistance. Teammates are familiar with Zachary since he has been in many of their public school classes. They appear to understand his needs and accept him fully as a peer. There is little that needs to be done other than a few minutes of instruction on the use of the listening device and reviewing the verbal and physical cues to be incorporated in the program. Zachary enjoys sports and is an asset to the teams in the sense that he can play his sports as well or better than other members of the team.
Name:
Mary Grace K., 9 years old
Disability:
Congenital Below the Elbow Limb Deficiency
Inclusive Sports:
Basketball, Soccer and Swimming
Classroom Placement:
Inclusive Public School setting; no special classes.
Sport Program Placement and Skill Level:
Beginner level integrated programs. Soccer and swimming participation are in instructional leagues while basketball participation occurs in both instructional and competitive leagues.
Description of Disability/Individual:
Mary Grace was born without the lower portion of her right arm. She uses a myoelectric, passive artificial limb and does not consider herself to be at a disadvantage relative to her nondisabled peers.
Inclusion Strategies:
1. Notification of the use of a prosthetic device to other coaches, and officials prior to the game.
2. Modifications are made by athlete herself. If the athlete is not sure, a physical therapist might
suggest specific movements and compensatory skills or an occupational therapist might suggest and provide modified equipment to be used.
Modifications:
No specific modifications were necessary other than to notify coaches, officials, and members of both teams of the fact that Mary Grace uses a prosthetic device to participate in basketball and soccer. She has made the adjustments herself to throw and shoot the basketball. To swim, she does not use her prosthetic device and has modified her strokes to maintain balance.
Team/Coach Preparation and/or Training:
None was necessary other than understanding the fact that Mary Grace has a myoelectric and passive arm which posed no safety threat to herself or to her nondisabled teammates and competitors.
Parental Involvement:
They actively support Mary Grace’s involvement by transporting her to practices and games and by attending most competitions. Little special parental attention was required because Mary Grace has been successfully integrated into many other aspects of her school and community life.
Narrative:
The community sport programs include skill development and competitive sport programs. Participants are grouped according to skill and Mary Grace fits in well. Her enthusiasm along with her parents’ support have helped make her inclusion successful. Her teammates know her well and she is well liked by everyone.
Name:
Evan R., 14 years old
Disability:
Neurologically Impaired and Attention Deficit Hyperactivity Disorder (ADHD)
Inclusive Sports:
Bowling and Track & Field
Classroom Placement:
Evan is integrated into a public school regular classroom for part of the day, and spends the remainder of the day in a segregated resource room. He receives speech therapy two days per week.
Sport Program Placement and Skill Level:
Bowling is an excellent sport for an individual such as Evan who has a short attention span. He has participated in the segregated Tournament of Champions Bowling program for four years. The specialized class participants train at a bowling center during the school day as part of their IEP. During the last two years, he has progressed to a regular (integrated) bowling league with nondisabled individuals of his same chronological age and has competed in tournaments sponsored by the bowling center.
Description of Disability/Individual:
Evan has difficulty learning within the regular classroom setting. As a result of his educational deficiencies, he was diagnosed as neurologically impaired. He has an extremely short attention span and easily becomes frustrated. While the others in his lane are bowling, Evan tends to wander. The strategy, therefore, has been to help Evan focus on the computer monitor and be aware of where his name is in the order of play. He is constantly asked to check the monitor to keep him focused and
ready for his turn. His food and beverage intake is also monitored as he will eat constantly if not
supervised. He constantly seeks attention from both peers and adults.
Inclusion Strategies:
1. Use of a behavioral management program.
2. Use of a buddy/partner.
Modifications:
None necessary other than individualized supervision provided by a buddy/partner.
Team/Coach Preparation and/or Training:
The teacher and Tournament of Champions coach met with the league management prior to Evan’s inclusion, and an individual on his team was asked to serve as a buddy and to monitor Evan’s wandering and eating. This individual was a peer with whom Evan attended school. The buddy system has worked very well.
Parental Involvement:
None was noted as this program is sponsored by his school and his teacher/coach was key to his participation.
Narrative:
Evan loves to bowl. In fact, bowling has been used as a reward for his behavior management program. As he completes tasks, he receives points which he uses to earn additional bowling time. He hopes to someday bowl competitively in junior singles and doubles competitions which are offered through the bowling center and possibly a pro-am event. He has increased his pin average each season.
Name:
Laura L., 14 years old
Disability:
Developmental Delay, Severe Expressive Language, Impaired Gross and Fine Motor Skills
Inclusive Sports:
T-Ball and Swimming
Inclusion Strategies:
- Use of a pinch runner and an adult assistant in the field.
- Placement with children younger than Laura, where there is less competition and the program
is more instructional. This mirrors her classroom placement. - One-on-one instruction in swimming classes.
Classroom Placement:
4th Grade Public School with a combination of integrated and segregated classroom placement as necessary.
Sport Program Placement and Skill Level:
Laura has participated for three years in the recreational T-ball and softball programs in her town. She is beginner level and requires assistance to participate. She has been involved in a swimming instructional program for five years specifically designed for individuals with disabilities.
Description of Disability/Individual:
Laura has multiple disabilities affecting both cognitive and physical development. She is able to ambulate but uses a manual wheelchair for distance. She wears a scoli jacket1 and braces and has a tracheostomy2. She is just starting to use an augmentative language device to communicate.
Modifications:
Laura participates in T-ball and softball without the use of her wheelchair which means her movements are limited. After she bats, a pinch runner is used for base running. When she is fielding, an adult assistant accompanies her to protect her from falling and to help her move since she is unable to walk on the uneven ground by herself. Laura needs one to one assistance for swimming. She wears a life jacket at all times; and, because she has a tracheostomy, she must swim on her back to keep the water from entering her trachea.
Team/Coach Preparation and/or Training:
Prior to the start of the season, the Director of Recreation arranged for the coaches, the players and their parents to meet and to become familiar with Laura. This meeting included a brief explanation of her disability and her abilities. This preseason orientation led to her being treated fairly by her peers. The parents and her nurse aide were available for questions and helped with modifications and adjustments to the game as needed.
Parental Involvement:
Laura’s parents are very involved in every aspect of Laura’s life. They are available at all times to assist the coaches and recommend modifications. They remain at practices and games in case a medical situation arises that needs attention.
Narrative:
Laura is somewhat older than the children in her class as well as the children involved in the softball program. She enjoys being with her friends, and hopes to do so as long as there is a noncompetitive league in which she can participate. Although she swims in a class with other children, it is more of a parallel type of program where she receives one-to-one instruction, at the same time as the other children are having a group lesson. Her parents feel this type of instruction is an important first step and hope that she will someday be able to swim on her own with the group
1A brace designed to correct for abnormal curvature of the spine (scoliosis).
2A surgically placed hole in the individual’s windpipe to facilitate breathing.
Name:
Kevin B., 14 years old
Disability:
Emotionally Disturbed: Conduct Disorder
Inclusive Sport:
Basketball
Classroom Placement:
Public school, segregated setting; no grade specified but Kevin functions at approximately the seventh to ninth grade level.
Sport Program Placement and Skill Level:
Kevin has participated in segregated programs for 8 years in baseball, basketball and soccer. He plays at an intermediate level in soccer and baseball and at an advanced level in basketball within the segregated sport setting of the Special Olympics. He recently was selected for the public school basketball team, an integrated setting.
Description of Disability/Individual:
Kevin is classified as having an emotional disability or behavioral disorder of the conduct disorder type. Characteristics include disruptiveness, negative self-concept, aggressiveness and defiance of authority that deviates from expected behaviors.
Inclusion Strategies:
1. The use of behavior management strategies similar to those used in other settings. An emphasis has been placed on praise and positive reinforcement.
2. Continuous communication between his special education teachers and his coach.
Modifications:
While there are no modifications for participation in the inclusive setting, much attention has been paid to Kevin’s behavior. An athlete/coach ratio of 5/1, along with a structured environment, gave special education teachers an opportunity to work on Kevin’s behaviors in a controlled setting. Behavior management techniques have been incorporated into his program to minimize aggressive and disruptive behaviors. An emphasis has been placed on rewarding his successes as opposed to punishing his disruptive behavior.
Team/Coach Preparation and/or Training:
Kevin’s coach coached him in a segregated environment and was also his adapted physical education teacher. Because Kevin’s level of play exceeded that of his classmates/teammates and was equal to that of the middle school team, his segregated coach recommended him to the middle school basketball coach, who gave Kevin an opportunity to play on the school team. Kevin’s school files have been shared with the coach and behavioral strategies such as reinforcements for positive behaviors have been incorporated into Kevin’s sports training. His coach has attended his IEP team meetings.1 Additional time has been spent in the adapted physical education class to reinforce skills being worked on by the team.
Parental Involvement:
None was noted since this program is run through the school.
Narrative:
Kevin and his teachers/coaches are very proud of his accomplishments and feel that his participation in sport, particularly in basketball has had a positive effect on his behavior and self-concept. Kevin is feeling better about himself both on the court and in the classroom. Although the other nondisabled members of the team were somewhat doubtful initially about Kevin’s participation on the team, they have become more accepting. They were given a brief description of Kevin’s positive reinforcement program and now regularly offer him praise and encouragement.
1IEP TEAM – a group of individuals assigned to develop an appropriate individualized education
plan for special education students within the schools
Name:
James L., 11 years old
Disability:
Perceptually Impaired and Emotionally Disturbed: Conduct Disorder
Inclusive Sport:
Recreational Baseball; he made the all-star team in 1996 based upon his physical merit.
Classroom Placement:
Segregated classroom part of the day and integrated class for art and physical education.
Sport Program Placement and Skill Level:
After participating in a Town sponsored Challenger Little League Program, James went on to participate in the town sponsored recreation league for the general public. There he did so well that he was selected for the Allstar team for 10 and under players in 1996. James is a very good athlete who loves baseball and can remain focused on this activity for the entire game. His learning problems have in no way interfered with his understanding of the rules of the game.
Description of Disability/Individual:
James has difficulty in school with basic skills such as reading and mathematics. He also has a variety of behavioral problems, which make his learning difficult. These problems include difficulty sitting still and paying attention. He has frequent outbursts and is sometimes aggressive. The classroom aide has to spend a great deal of time with James to keep him on task and to encourage him to finish his work.
Inclusion Strategies:
1. Participation in a Challenger sport program where the disabled and nondisabled participated in baseball together to develop skills and learn rules.
2. Disciplinary rules put in place to address behavior issues.
3. Parental guidelines put in place to minimize on parental interference.
Modifications:
The only modification has been to set up guidelines for misbehavior such as cursing, calling names and aggressive actions (i.e., first offense, sit out innings of the baseball game). Although the coach had James in mind when the rule was first developed, the coach found that this program encouraged behavioral control, sportsmanship and cooperation from all the players on the team.
Team/Coach Preparation and/or Training:
James’ coach met with his Challenger coach prior to the season to discuss James’ behavioral problems. He had seen James play and he was rated high in the town baseball draft.
Parental Involvement:
James’ parents’ interference was viewed as a barrier to his participation as well since they often interfered with the coaches/ instructions. James parents along with the other parents were asked not to attend practices, and not to yell to players during game play so that the team members could benefit from the coaches’ instructions. This was done at a team member/parent joint meeting prior to the season. Rules and policies were discussed and a contract was signed by both parents and players.
Narrative:
James is a very difficult child who has had problems in school as well as socially. He has difficulty making and keeping friends due to his anti social behaviors. Baseball has been a wonderful opportunity for James to succeed and he has been able to form several friendships amongst his teammates. His parents are perceived as difficult by many of his teammates’ parents and this perception has been a significant barrier to the further development of those friendships off the field. Hopefully, James will continue participating in baseball. He is developing into an excellent player and this development may help to minimize his behavioral problems in the future.
Name:
Jennifer M., 15 years old
Disability:
Mild Intellectual Disability
Inclusive Sports:
Track – Sprints
Classroom Placement:
Segregated classes within a public high school.
Sport Program Placement and Skill Level:
High school varsity track team, two years. Jennifer is an exceptional runner who has excelled in track and as a result earned a position on her high school track team.
Description of Disability/Individual:
Jennifer was diagnosed with mild intellectual disability at the age of 3 due to developmental and communication delays. She attended a segregated class for individuals with mild intellectual disability, although her parents feel that, had she begun school today, she would have been quite capable of being educated with her nondisabled peers. She is shy and quiet, and does whatever she is told, which worries her parents since they are not always present to see that she makes correct decisions. She exhibits no motor delays, but has difficulty understanding directions and verbally expressing thoughts.
Inclusion Strategies:
1. Assign a partner to assist Jennifer.
2. Repetition and reinforcement of procedures.
3. Visual demonstration of procedures.
4. Additional practice time – this responsibility has been shared by the parents and the coach.
Modifications:
Two minimal modifications were needed for Jennifer to participate on the track team. First, she was assigned a partner on the team to help her stay focused. Second, procedures were reviewed more than once and were supported using visual demonstrations and extra practice time.
Team/Coach Preparation and/or Training:
Her high school coach, who was a professional educator, had an opportunity to meet with Jennifer’s teacher and parents prior to participation. Her partner has received a minimal amount of verbal instruction from the coach.
Parental Involvement:
Her parents have been very supportive and have provided the additional practice time recommended by her coach. Her mother often attends practice and has received instruction from the coach on procedures so that Jennifer can practice in the off season and on weekends.
Narrative:
Jennifer has done very well this year on the track team and continues to develop. She adores her partner and follows her everywhere which makes her more interested in participating and anxious to please. Her parents feel that her participation has significantly increased her self-esteem. She is more interested in school and learning new things due to this success.
